smell chocolate chip cookies baking W r i t i n g

smell chocolate chip cookies baking W r i t i n g

1) – We often go through much of our day to day on “autopilot.” How does that happen? How do we know what to do when? And how? and without much thought at times?

For example, how would you explain being able to drive from school to home without fully being aware of how many stop signs you stopped at or how many traffic lights you passed?

– Words like reward and punishment are often misused when discussing learning. We often attribute a positive quality to the word reward and a less pleasant one to punishment. Let’s discuss what is meants by reward and punishment. What is a positive punishment? Versus a negative reward or reinforcer? How do these processes work and why is that relevant?

– Think about the many different associations or learning processes we take for granted… you flip a switch and a light goes on, you smell chocolate chip cookies baking and you salivate (or at least I do), you see snow outside and experience childish joy (okay, maybe just me again)… Either way, there are countless connections that we have learned throughout our lives.

What happens when the expected outcome does not occur? What is the internal process? How do we rectify it so it fits with our learned patterns? Or do we learn something different?

2) What do we mean by good sleep hygiene? Why is this important? Why is sleep so crucial? What happens if a person does not get adequate sleep in one night? How about two? And then has not slept in three days?

Shift a bit to that which interferes with sleep… what environmental factors impact sleep? How about for younger children? What happens during the experience with nightmares? How is that different from night terrors? And…. why do we tend to outgrow night terrors with age, but nightmares continue? Which sleep stage plays a significant role in the dreaming process? And since we’re on the topic of dreaming… what is dreaming?

3) – Why are human beings sensitive only to certain types of stimuli? For example, why can’t we see ultraviolet light or feel microwave rays or hear sounds that a dog can?

– Why do we have senses of smell and taste? What purpose do those senses serve with regard to survival? How are they related? How do they work together? Is one able to function fully if the other is negatively impacted?

– When studying sensation and perception, there are certain phenomena that are, well, phenomenally fascinating.

Two of them are afteraffect and synesthesia. What are they? Why are they relevant? Are they useful?

4) – How do we develop the abilities to learn and remember facts, people, things, relationships, and places? We could argue that these memories are significant in development of our identifies. All of these autobiographical episodes that can be consciously declared, and are therefore termed declarative memories. Declarative memories include both the experience of specific things, people, and events of a given time and place (episodic memories), and general knowledge about the world (semantic memories). These memories can generally be accessed without difficulties, although there are some moments where such explicit memories are not accessible because they require conscious recollection. These are the memories that are lost in Alzheimer’s disease or aging-related memory impairment or due to infantile amnesia. Why does this happen? Can it be prevented? During what other times can memory recollection be difficult?

– Most children growing up in adversity or experiencing abuse are resilient, but those who are severly neglected by their parents, or otherwise prevented from forming attachments at an early age, may be at risk for attachment problems. Why does neglect cause more long term effects than abuse? What are the long term effects of attachment problems? How can this be helped? Or what supports are needed to help intervene in potential problems? How does someone with poor attachement experience grief?

Thank you again, looking forward to see the work!